Republic of the Philippines

Department of Education
Region III

I. Objectives
A. Content Standard
The learners demonstrate an understanding of the cell as the basic unit of life.

B. Performance Standard
The learner shall be able to make a poster that shows the complimentary
relationship of photosynthesis and cellular respiration.

C. Learning Competencies

The learners explain how cells carry out functions required for life. S11/12LT-
IIbd-45.

a. Describe what cell is.

b. Illustrate the different parts of the cell.
c. Give the significance of cell in daily living.
II. Content

Bioenergetics

III. Learning Resources

A. References:
Eldra P. Solomon, Linda R. Berg, Diana W. Martin. General Biology. Philippine Edition.
Cengage Learning, 2011.
Jerard J. Tortora, Bryan Derrickson. Principles of Human Anatomy and Physiology. 11th
edition. USA, 2006.
B. Other Learning Resources
Laptop, Projector, book, Manila paper, marker, clay and bond paper

IV. Procedures
A. Review the lesson on unifying themes of biology through the following questions:
The teacher will ask the learners to shuffle the letters to get the correct word then
answer the corresponding questions:
1. Define what evolution is.
2. Describe how organisms transfer information.
3. Describe how energy transfer occurs.

B. Establishing a purpose for the lesson

 The teacher will introduce a game called Family Feud and the subject is LIFE.
The teacher will call eight students for this activity and prepare two sets of
questions as follows:

1. Something that you will bring in order for you to survive if you will be
stranded in an island?
2. Six very important body parts.

After answering question #2, the teacher will ask the following
questions:
1. What have you noticed about the last question?
2. What is the first thing that comes to your mind when you hear the
word “cell”?

C. Presenting examples/instance of new lesson

After the learners shared their answers, teacher will discuss the lesson on parts
of the cell through video presentation.

Guide questions:

1. In your own words, can you define what is cell?

2. What are the basic parts of the cell?
D. Discussing new concepts and practicing new skills.

Teacher will have the differentiated activities and will divide the class into four
groups. Each group will show or present their understanding on cell as the basic
unit of life. (This will also serve as learners’ evaluation. Please see attachment
for the rubrics.)

Group 1. Will use colored clays in order to show a cell model with its different
parts.
Group 2. Will illustrate the cell and its different parts.
Group 3. Will use mind mapping to define what cell is
Group 4. Will act as candidates in pageant. The questions are connected in
importance of cell.

The groupings can be varied depends on the quantity of the learners.

E. Developing Mastery

Each group will discuss their understanding about cell as the basic unit of life
through their outputs.

F. Finding practical applications of concepts and skills in daily living.

Teacher will ask the students the following questions:
 1. What is the significance of studying cell?
2. How will your understanding of the cell be used in your daily life living?

G. Making Generalization
Teacher will ask the following questions:

1. How do you define the cell?

2. Give the different parts of the cell and their functions.

H. Evaluating learning
Activity embedded assessment.
See attached rubrics.

I. Additional Activities/Remediation:
1. Label the different parts of plant and animal cells.

2. Watch a video on photosynthesis at www.photosynthesis.educ.com

Remarks
1.
2.
3.
4.
5.
Reflections
1.
2.
3.
4.
5.

Prepared by: Checked by: Noted by:

Argel Joseph C. Mayo RYAN C. SAPAO LIBRADA M. RUBIO

SHS-Teacher I Earth and Life Science Facilitator/ Trainer EPS-II, CLMD
Division of Zambales
 Republic of the Philippines
Department of Education
Region III

DAILY LESSON
PLAN
OF
ARGEL JOSEPH C. MAYO
SHS-Teacher I
Division of Zambales